Welcome to Design Technology & Engineering Teaching Resources

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By @MOyebodeTeacher

cropped-dtengineering-logo-square-1.jpgDesign Technology & Engineering Teaching Resources is the home of quality professional teaching & learning resources dedicated to Design Technology (DT) and Engineering.

In the spirit of the Society for Education and Training’s professional standard on collaboration this website was set up to share ideas with other teachers and educators in the design technology and engineering subject field.


6) Build positive and collaborative relationships with colleagues and learners

20) Contribute to organisational development and quality improvement through collaboration with others

Education and Training Foundation’s Professional Standards

About the author:

@MOyebodeTeacher qualified as a Teacher of Design Technology and Engineering in July 2015 at the University of Huddersfield.

@MOyebodeTeacher‘s subject knowledge was initially obtained on his bachelors degree back in 2003 having studied BSc (Hons) in Engineering Product Design at London South Bank University. He keeps up to date with current subject knowledge by personal research and study. He is also a member of a number of organisations including the Institution of Engineering Designers (IED) and The Design and Technology Association.

@MOyebodeTeacher used to be a web designer and digital marketer for over 10 years before he trained as a Teacher. He’s passionate about design, technology and gadgets. He also has a particular interest in automotive design and engineering.

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Non-Confrontational Behaviour Management


Non-Confrontational Behaviour Management…

Class Teaching


Tonight’s 15 Minute Forum was led by Assistant Headteacher John Lamb.  John started the session by making it clear that the job of getting a class of hormonal teenagers to do what we want, is one of the hardest jobs around – in fact it can often feel like a battle.  However, as an adult and a professional, it is our right to set an agenda, so that:

  • A focus on learning is possible;
  • Children feel safe;
  • Everyone is treated in a dignified and respectful way.

To be clear from the start – when we talk about non-confrontational approaches to behaviour management, we are not being soft or trying to be a friend.  We are just dealing with things in an adult way, that will resolve (most) issues rather than inflame them.

Ultimately, we cannot control the behaviour of teenagers – there are too many factors at play, such…

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Managing difficult behaviours


Managing difficult behaviours…

Class Teaching

This week’s 15 Minute Forum was led by John Lamb (Assistant Headteacher) and Jack Griffiths (Year 7 ICT Progress Leader).

John started with a focus on teacher’s approaches to different scenarios:

If student X cannot complete an activity such as an equation in Maths, teachers will plan a different way of approaching that activity. This different way of approaching the task will allow the student to become ‘unstuck’ and move forward in their learning.

What this means, is that teachers plan to help students understand a concept or a topic in their lessons. Importantly we should also plan for good behaviour. In a previous 15 Minute Forum, John had presented the idea of a 10-step plan for good behaviour (here).


Importantly, the use of consequences appears as ‘Step 9’. This means that 8 other strategies have been attempted, before the teacher resorts to sanctions. The focus of this…

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Make it sticky: helping students to remember technical vocabulary


Helping students to remember technical vocabulary…

Class Teaching

The 15 Minute Forum was led by Andy Tharby and focussed on a simple, but effective technique of helping students to remember technical vocabulary.

As Daniel Willingham states:

“… memories are inaccessible mostly due to missing or ambiguous cues. Thus, to minimize forgetting, we [need to] focus on ways to ensure that we have cues and that they are distinctive.” – What will improve a student’s memory? (2008)

In addition to this, students are being asked to remember an increasing amount of and increasingly challenging Tier 3 vocabulary. The new GCSE specifications demand that students use accurate subject-specific vocabulary in their writing to reach the higher grades. But, more importantly, having a knowledge and understanding of this ‘technical’ language will help increase student’s social mobility beyond GCSE.

However, technical vocabulary is an issue that students often struggle with. As Andy stated, there are two reasons for this:

  • students sometimes…

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Resilience, patience and getting the support I need.


Resilience, patience and getting the support I need.

Class Teaching

Tonight’s 15 Minute Forum was led by Dave Hall (Drama Teacher).


GRIT and resilience is a key focus at the moment with students and something which we are working on developing with our Year 7 students in this academic year. Shaun Allison has posted about how Durrington are using the work of Angela Duckworth to develop GRIT in our students. However, this is also an important trait which we need to nurture within us, as teachers.

In order to deliver effective teaching and learning, teachers need to develop resilience and patience.

  • ‘They are never going to learn.’
  • Will I ever get this class in working order?’
  • ‘Am I capable of getting them to behave?’

Some or any of these doubts or worries about your teaching will not only affect us, as teachers, but also negatively impact on the outcomes of our students. The ability to develop resilience, over the course…

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Content, thinking and shaping: three principles for working with brighter students


Content, thinking and shaping: three principles for working with brighter students

Reflecting English

untitled_artworkImage: @jasonramasami

In 2013, Ofsted published a pretty damning report about the provision available for more-able students at secondary schools in the UK. One statement from the report rings true to me:

Many students become used to performing at a lower level than they were capable of. Parents or carers and teachers accept this too readily.

The report argued that there are three main challenges for schools: to ensure that our most able students do as well academically as those of our main economic competitors; to ensure that students become aware, early on, of the academic opportunities available to them; and to ensure that all schools help students and families overcome cultural barriers to attending higher education.

I think it is fair to say that individual teachers cannot solve all of these problems alone; however, there is probably much we could be doing better. If I am honest, I…

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Calm and Purposeful Classroom Environment – Bright Spots


Calm and Purposeful Classroom Environment…

Class Teaching


John Lamb (AHT) and I walked around the school today, looking for ways in which our teachers maintained a calm and purposeful classroom environment in their lessons.  It was great to see how skilled our teachers are at doing this, in a very subtle but effective way.

The following five things jumped out at us.

1. Start of lesson

The start of the lesson really sets the tone for the rest of the lesson.  It is the point where the teacher assumes control and sets out what and how the students will be learning that lesson.  We saw three great examples of this being done well:

  • The teacher was stood in the middle of the classroom, moving up and down the aisle, talking about and questioning students confidently about the lesson.  It was clear that the lesson had started and that she was in control!
  • Starting the lesson with a recap…

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The importance of questioning


The importance of questioning…

Class Teaching

picture1Kyogen’s man up a tree

‘A man up a tree hangs from a branch by his mouth; his hands cannot grasp a bough, his feet cannot touch the tree. Another man comes under the tree and asks him the meaning of Bodhidharma’s coming from the West. If he does not answer, he does not meet the questioner’s need. If he answers he will fall and lose his life. At such a time, how should he answer?’

The Gateless Gate (13th century)

Tonight’s 15 Minute Forum was led by Dr Tim Brinded (second year History Teacher) and focussed on the importance of questioning in the classroom. Tim began with the Koan above, which is associated with The Rinzai tradition of Buddhism from the 9th century. Essentially it is a nonsense question which encourages the student to recognise the limitations of logical thought and instead requires them to solve the problem…

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